Abstract
This study explores the effect of categorically different pre-reading activities in learners’ L1 on reading comprehension and learning of focus-on-vocabulary. The participants were sixty Turkish EFL learners attending a state high school, and the data was gathered from their achievement test scores. We analyzed the data through one-way multivariate analysis of variance (MANOVA) and implemented t-test statistical procedures. The findings revealed that the treatment group, who were exposed to pre-reading activities in L1, obtained better results both in reading comprehension and focus-on-vocabulary activities than the control group. The positive effect of implementing the ‘’short-circuit’’ L1 use in pre-reading activities for reading comprehension and focus-on-vocabulary exercises was observed. It was also seen that categorically different pre-reading activities enhanced EFL learners’ reading comprehension and vocabulary learning.
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